1
Invisible Forces: Magnetic Forces
Science Resource Package: Grade 3
Invisible Forces:
Magnetic Forces
New Brunswick Department of Education
December 2009
Acknowledgements
The Department of Education of New Brunswick gratefully acknowledges the contributions of the
following groups and individuals toward the development of the New Brunswick Science
Resource Package for Grade 3 Invisible Forces: Magnetic Forces:
 The Science Resource Package Development Team:
•
•
•
Michelle Bright, School District 18
Tiffany Charlton, School District 17
Cindy Lawrence, School District 14
 Science East:
•
•
Michael Edwards, Director of Programming
Karen Matheson, Director of Education
 Kathy Hildebrand, Learning Specialist, Science and Mathematics, NB Department of Education
 Science Learning Specialists and science teachers of New Brunswick who provided invaluable input
and feedback throughout the development and implementation of this document.
Note that at the time of posting, all URLs in this document link to the desired science
content. If you observe that changes have been made to site content, please contact
Kathy Hildebrand katherine.hildebrand@gnb.ca, Science Learning Specialist, at the
Department of Education.
2009
Department of Education
Educational Programs and Services
TABLE OF CONTENTS
RATIONALE ........................................................................................................................................................ 1
BACKGROUND INFORMATION ....................................................................................................................... 3
PRIOR KNOWLEDGE: .................................................................................................................................................3
COMMON MISCONCEPTIONS:....................................................................................................................................3
DID YOU KNOW ? .......................................................................................................................................................3
INSTRUCTIONAL PLAN .................................................................................................................................... 6
ACCESS PRIOR KNOWLEDGE ...................................................................................................................................6
Part I: Move the Pencil Activity .........................................................................................................................6
ST
1 CYCLE ..................................................................................................................................................................8
Activity - What materials are magnetic? .........................................................................................................8
Reflection: Class Discussion ..........................................................................................................................10
Reflection: Journal ...........................................................................................................................................10
ND
2 CYCLE ...............................................................................................................................................................12
Invisible Forces Activity ...................................................................................................................................12
Reflection: Class Discussion ..........................................................................................................................13
Reflection: Journaling ......................................................................................................................................14
RD
3 CYCLE ...............................................................................................................................................................15
Testing Magnet Strength Activity ...................................................................................................................15
Reflection: Class Discussion ..........................................................................................................................18
Reflection: Journaling ......................................................................................................................................19
Think like a scientist .........................................................................................................................................19
4TH CYCLE................................................................................................................................................................21
Make a Magnet Activity ...................................................................................................................................21
Reflection: Class Discussion ..........................................................................................................................22
Reflection: Journaling ......................................................................................................................................22
SUPPORTING CLASS DISCUSSION ............................................................................................................. 24
MATERIALS LIST ............................................................................................................................................. 26
STUDENT VERSION OF OUTCOMES ........................................................................................................... 27
WHAT MATERIALS ARE ATTRACTED TO MAGNETS? ............................................................................ 28
TESTING MAGNET STRENGTH .................................................................................................................... 29
MAKE A MAGNET ............................................................................................................................................ 31
OBSERVATION CHART SHEET .................................................................................................................... 32
OBSERVATION CHECKLIST .......................................................................................................................... 33
CHECKLIST SHEET ......................................................................................................................................... 34
1
Invisible Forces: Magnetic Forces
Rationale
This resource package models current research in effective science instruction and
provides an instructional plan for one topic selected from the Grade 3 Atlantic Canada
Science Curriculum. This curriculum includes STSE (Science, Technology, Society and
Environment) outcomes, Skills outcomes, and Knowledge outcomes – all of which are
important for building a deep understanding of science and its place in our world.
As has been true of our ancestors, we all develop “explanations” about what we observe
which may or may not be valid. Once ideas are established, they are remarkably
tenacious and an alternate explanation rarely causes a shift in thinking. To address
these misconceptions or alternate conceptions, students must be challenged with
carefully selected experiences and discussion.
A key part of this instructional plan is accessing prior knowledge. It is recorded in a
way that it can and will be revisited throughout the topic. The intent is to revise, extend,
and/or replace students’ initial ideas with evidence-based knowledge.
Science is not a static body of facts. The process of exploring, revising, extending, and
sometimes replacing ideas is central to the nature of science. Think of science as an
ongoing evidence-based discussion that began before our time and that will continue
after it. Science is often collaborative, and discussion plays a key role. Students’
learning of science should reflect this as much as possible.
The intent of this instructional plan is to encourage a constructivist approach to
learning. Students explore an activity, then share, discuss and reflect. The telling of
content by the teacher tends to come after, as an extension of the investigation (or
experience) explored by the students.
The learning is organized into cycles. The partial conceptions and misconceptions are
revisited in each cycle so that students’ ideas will be revised. Each cycle will result in
deeper and/or extended learning.
New Brunswick Science Resource Package: Grade 3
2
Invisible Forces: Magnetic Forces
Hands-on activities are part of the instructional plan. Inquiry activities tend to be most
structured in the first cycle. The teacher provides the question to investigate and gives a
procedure to follow. In subsequent cycles, less structure tends to be given. For
example, students may be given a question and asked to develop an experimental plan
which they then implement. The goal is to move towards open inquiry in which
students generate a testable question, develop an experimental plan using available
materials, implement the plan, record relevant observations, and make reasonable
conclusions. The included activities are meant to start this journey.
Discussion and written reflections are key parts of the lessons. Discussion (both oral
and written) is a vehicle that moves science forward. For example, when scientists
publish their evidence and conclusions, other scientists may try to replicate results or
investigate the range of conditions for which the conclusion applies. If new evidence
contradicts the previous conclusions, adjustments will be required. Similarly, in this
instructional plan students first do, then talk, then write about the concept. A section on
supporting discussion is included in this resource package.
Assessment tasks are also included in the instructional plan and assess three types of
science curricular outcomes: STSE, Skills, and Knowledge. These tasks are meant to
be used as tools for letting the teacher and the students know where they are in their
learning and what the next steps might be. For example: Has the outcome been met or
is more learning required? Should more practice be provided? Is a different activity
needed?
When assessment indicates that outcomes have been met, it will provide evidence of
achievement. This evidence may be sufficient and further formal testing (paper-pencil
tests) may not be required to demonstrate that outcomes have been met.
New Brunswick Science Resource Package: Grade 3
3
Invisible Forces: Magnetic Forces
Background Information
Prior Knowledge:
These lessons would likely be the first lessons for the Invisible Forces Unit. Students are
not expected to have previous knowledge before starting the unit.
Students may:

know that magnets attract and/or repel but may not know that vocabulary

have had their parents tell them to keep magnets away from computers

have building kits that use magnets

know that magnets have a variety of uses such as on the fridge,
compasses and magnetic screwdrivers

know that magnets can be different shapes and different strengths

know that magnets have North and South poles
Common Misconceptions:
Bigger magnets are stronger magnets.
Magnets are attracted to all metals.
Equate North and South poles with positive and negative.
Did You Know?
A magnet is generally defined as a material that will attract pieces of iron. Magnetism is
this ability to attract.
Electricity and magnetism are very closely linked since electricity can be used to create
magnetism and magnetism can be used to create electricity. In fact, every time current
flows through a wire, a magnetic field is created around the wire.
Magnets can be manmade but they also occur naturally. There are many legends about
the discovery of magnets. One of the most popular is of a shepherd named Magnes
who, while tending his flock in Magnesia (northern Greece) thousands of years ago,
became stuck to the large black rock he was standing on by the iron nails in his boots
and the iron tip of his shepherd's staff. The black rock was a type of mineral that became
known as magnetite and was named either after Magnes or Magnesia; no one knows for
sure. Lodestone is the mineral magnetite that has become magnetized. Not all magnetite
is itself a magnet, though it is attracted to magnets.
Only a few metals (iron, nickel and cobalt) are attracted to magnets. Iron, usually as part
of steel, is the most commonly experienced magnetic material. Materials that magnets
attract are also the materials that make good magnets.
New Brunswick Science Resource Package: Grade 3
4
Invisible Forces: Magnetic Forces
The shape of the magnet determines the area where the magnetic force is the strongest.
For example, if you sprinkled iron filings around a bar magnet, you would find that most
of the filings would be attracted to the ends. These ends are called the poles. Every
magnet has a North pole and a South pole.
Both natural and manmade magnets will align themselves with the magnetic field of the
Earth if suspended so they can rotate freely. The ends of magnets are labelled North
and South, matching the Earth’s pole they point towards. Read more at
http://science.howstuffworks.com/magnet1.htm
If a bar magnet is broken in half, each half would have a North and South
pole. If the halves are broken into halves, each of the quarters would
have North and South poles, and so on. No matter how small a magnet
is, it has a North pole and a South pole. If you could continue to divide the
magnet down to the atomic level, the smallest magnets you could obtain
are called domains.
The magnetic field is the three-dimensional area around a magnet where its magnetic
force is felt. The field is composed of invisible lines of magnetic force called flux lines. It
is possible to visualize the flux lines by placing a piece of glass or paper on top of a
magnet and then sprinkling iron filings on it. The filings will arrange themselves in loops
around the magnet.
Students will often confuse North and South poles with positive and negative because
attraction and repulsion can be observed with both. Like poles will repel, and like
charges will repel. Unlike poles will attract, and unlike charges will attract. They are
different mechanisms and not interchangeable.
Magnets are used in virtually all motors, and many kinds of speakers including
classroom speakers connected to the PA system, headphones, and ear buds. There is a
magnet in your computer hard drive. There are also many household uses including
cupboard door latches, the refrigerator door latch, bottom of some shower curtains,
some screwdrivers, and some toys. Credit and debit cards also have magnetic strips
that hold the card’s information. This is why it is important to keep cards away from
magnets as they disrupt the orientation of the particles in the strip.
An interesting use of magnets is for cows. These magnets are fed to cows to attract bits
of metal that could harm the cow. This (as well as other uses of magnets) is described
at http://science.howstuffworks.com/magnet4.htm. Emphasize that people should never
swallow magnets as they can tear tissue if attracted to metals outside of the body.
New Brunswick Science Resource Package: Grade 3
5
Invisible Forces: Magnetic Forces
Students may hear of cases of magnets being used to improve health, as a water
softener, or on vehicle fuel lines. There is no evidence to support the usefulness of
magnets in these situations. For example, in the case of hard water, most of the
minerals present are not magnetic and would not be attracted to a magnetic “filter”.
Magnets can become weaker over time. This is minimized by storing with keepers
(pieces of iron) across the ends of unlike poles. The keeper provides a path for the
magnetism to flow, retaining magnetic strength.
Magnetism can be destroyed. One can imagine that a magnet is
made of tiny magnets all aligned the same way. Any action that
would disrupt the alignment of these tiny bits, would lower the
overall magnetism. Magnets can be weakened by dropping or
hammering and by heating.
Though not part of the grade 3 curriculum, a student may
raise the topic of electromagnets. Some background
information can
be found at
http://science.howstuffworks.com/electromagnet.htm . Research on electromagnets or
activities involving electromagnets could be used as enrichment.
New Brunswick Science Resource Package: Grade 3
6
Invisible Forces: Magnetic Forces
 Instructional Plan
 Access Prior Knowledge
 Part I: Move the Pencil Activity
The purpose of this activity is to provide students with a way to visualize forces and
understand what a force is.
Materials:
Pencil (preferably not round)
 Ask students to place a pencil on their desks, then find 5 ways to make the pencil
move. Things students may try include blowing, pushing, pulling, tipping the desk,
etc. Have students make a list of the ways they tried.
 Next ask students to come up with a sorting rule that can be used to sort the types
of movements they tried into 2 groups.
Discuss: What method(s) did you use successfully to make your pencil move? Record
their methods on the board or chart paper.
What was your sorting rule? Are there other ways to sort the pencil
movements?
Students should arrive at the understanding that everything they did was some form of a
push or a pull, i.e. a force. The term “force” may need to be introduced. That force could
act directly on the pencil (e.g., by using a finger to push) or indirectly (e.g., by blowing)
on the pencil. We often cannot see a force; sometimes we only see the result of the
force.
 Part II: Magnets
Think, Pair, Share
Give each student a magnet and ask them (first individually, then with a partner) to
brainstorm a list of facts about magnets.
Have pairs of students share with the whole class, giving each pair a turn. Go around
the class as many times as it takes to get all the statements. Write the “facts” on a chart
that can be revisited during each cycle.
As the purpose of this activity is to find out what students think they already know,
accept all answers without redirecting or correcting responses. If students begin to
New Brunswick Science Resource Package: Grade 3
7
Invisible Forces: Magnetic Forces
disagree with one another, remind students to keep the discussion about ideas and to
respond to others respectfully. The discussion tips on pages 23-24 may be helpful.
 Assessment:
Note the concepts and misconceptions students are expressing. You will need to know
these to plan effective questions for subsequent activities and discussions so that
students will examine and adjust their alternate conceptions.
Post student versions of curricular outcomes on chart paper (see page 26).
Inform students that these outcomes will be addressed over the next portion of
the unit. Point out to students which outcomes are being addressed in each
activity.
New Brunswick Science Resource Package: Grade 3
8
Invisible Forces: Magnetic Forces
1
st
Cycle
 Curriculum Outcomes
100-31 Investigate to identify materials that can be magnetized and materials that are
attracted by magnets, and distinguish these from materials that are not
affected by magnets
102-14 Identify familiar uses of magnets
201-1 Follow a simple procedure when instructions are given step by step
201-5 Make and record relevant observations and measurements, using written
language, pictures and charts
202-2 Place materials and objects in a sequence or in groups according to one or
more attributes
202-7 Propose an answer to an initial question or problem and draw simple
conclusions based on observations or research
202-9 Identify new questions that arise from what was learned
203-3 Communicate procedures and results using drawings, demonstrations, and
written and oral descriptions
203-5 Respond to the ideas and actions of others and acknowledge their ideas and
contributions
 Activity - What materials are magnetic?
Materials:
Clear plastic containers with lids
Safety note:
Magnet
Magnets should be kept away
Nickels from before and after 1981
from things like computers,
Pennies from before and after 2001
televisions, flash drives, debit
Other materials could include:
cards, cassette and VHS tapes.
magnets, wood, paper, pencil, paper clips,
They will distort images and
nails, spoon, keys, comb, marbles, building
damage saved information.
blocks, aluminum foil, cork, cardboard,
coins, plastic bag, tissue, balloon, bolt, buttons, ruler, scissors, washers,
staples, bolts




Place 7 or 8 items, some magnetic, some nonmagnetic, in a clear container. This could be a jar
or a clear plastic container such as a reusable
Ziploc container.
Ask students to predict what items will be attracted
to the magnet and which will not.
Students will use a magnet to determine which
items are attracted by the magnet.
Students can use the table on page 27 or make
New Brunswick Science Resource Package: Grade 3
Cross-curricular links:
ELA
2c. Students will be expected to:
Give and follow instructions and
respond to questions and directions
3a. Students will be expected to:
Use basic courtesies and conventions
of conversation in group work
8a. Students will be expected to:
Use writing and other forms of
representation to
- record experiences
9
Invisible Forces: Magnetic Forces

their own to record their findings.
When they are finished, they should try to determine what is similar about the
items that were attracted by the magnet and those that were not.
 Teacher note: Prior to 1981 nickels were made mainly from nickel and will be
attracted by a magnet. Between 1981 and 2000, they were mainly copper with a bit a
nickel, but not enough to make them magnetic. After 2000, nickels were mainly steel so
they will be attracted by a magnet.
Up to 2001, pennies were mainly copper and are not magnetic. Since 2002, they are
mainly steel.
The easiest way to separate magnetic and non-magnetic nickels and pennies is to
separate them using a magnet.
Having some nickels and pennies that yield different answers when tested by students
should generate more questions about the types of metals attracted by magnets and
enrich the post-activity discussion.
 Assessment:
During the student activity, make notes on outcomes (or parts of outcomes) you observe
being addressed. Process skill outcomes are part of the curriculum and should be
assessed. Using the observation chart or the checklist (see pages 31 to 33) on a clipboard
may be helpful to you. Develop your own code for quick notes.
A suggested code:
√ observed and appropriate,
WD with difficulty,
A
absent.
This chart may be used on multiple days, using a different coloured pen or pencil each day
and putting the date in the corner. You may not have a symbol or note for every child
every day. Some teachers like to focus on a group or two each time. However you choose
to make note of your observations, you will always have a sense of who you need to take
more notice of and who might need extra support. The information will also help you when
it is reporting time.
New Brunswick Science Resource Package: Grade 3
10
Invisible Forces: Magnetic Forces

Reflection: Class Discussion

Have the students discuss with partners: What results were
surprising? Why do you think that happened? Then have
partners share with the whole class. The discussion tips on
pages 23-24 may be helpful.

Having some nickels and pennies that yield different results
when students test their materials should generate more
questions about the types of metals attracted by magnets and
enrich the discussion. Say to students: What questions could
we investigate that might help us explain this?
Make a list of questions generated by students and try to
answer/investigate them together.

The idea of magnetic force acting across a space might arise
but there is no need to raise it at this point if it does not.

Revisit vocabulary including: attract, force, magnet, magnetic

Revisit the “Think-Pair-Share” information created in the
Accessing Prior Knowledge Activity (page 6). Ask: Which of
these statements have to do with what items are magnetic?
Are there any items that should be revised? Re-write the
identified statements onto a new chart, revising them as
students think necessary. Remind students that scientific
knowledge gets changed as scientists discover new things.
Cross-curricular links:
ELA
1. Students will be expected to:
a. Describe, share, and discuss
thoughts, feelings, and experiences and
consider others’ ideas
b. Ask and respond to questions to
clarify information and to explore
possibilities or solutions to problems
c. Express and explain opinions and
respond to the questions and reactions of
others
d. Listen critically to others’ ideas
and opinions
2. Students will be expected to:
a. Participate in conversation, smallgroup and whole group discussion,
understanding when to speak and when
to listen
b. Adapt volume, projection, facial
expression, gestures, and tone of voice
to the speaking occasion
Health
Demonstrate the ability to interact
effectively with others, showing an insight
into their emotions and the ability to
express their feelings clearly (Explain the
importance of communication skills, as
well as demonstrate the effective use of
these)
Show respect for and attempt to
understand the ideas, opinions and
feelings of others
Ask: Is there other information we could add? Remind your class about respectful
discussion. The discussion tips on pages 23-24 may be helpful.

Reflection: Journal
Have students:
Think about the results from the experiment and ideas raised in
the discussion, then use pictures and words to tell about the
characteristics that make an object attracted to a magnet.
Cross-curricular links:
ELA
8a. Students will be expected to:
Use writing and other forms of
representation to
- generate and organize language and
ideas
- record experiences
- explore how and what they learn
 Assessment:
Journal entries should not receive a score or mark. A positive comment followed by a
question to refocus attention or suggest the next step in learning is very effective.
Note whether students can identify what characteristics make an object magnetic.
New Brunswick Science Resource Package: Grade 3
11
Invisible Forces: Magnetic Forces
Homework:
Ask your students to take a walk around their houses and find places where magnets
are used. Students should write a list.
Examples of things they may find include: cupboard doors, electric can opener, shower
curtain, shower door, fridge door, screwdriver, binders, and toys.
One toy is a Magna Doodle which is described in the video clip at the following
http://videos.howstuffworks.com/howstuffworks/4658-how-magna-doodles-workvideo.htm
Possible Extension:
Research cow magnets: What are they used for? How do they work? What do they look
like?
Safety Tip:
People should never eat magnets as
they can cause tearing inside a
person if attracted to something on
the outside of the person or if more
than one is ingested, they may be
attracted to each other inside the
person which may cause internal
damage.
New Brunswick Science Resource Package: Grade 3
12
Invisible Forces: Magnetic Forces
2
nd
Cycle
 Curriculum Outcomes
100-32 Investigate the polarity of a magnet, determine the orientation of its poles, and
demonstrate that opposite poles attract and like poles repel
200-3 Make predictions based on an observed pattern
201-1 Follow a simple procedure when instructions are given step by step
201-5 Make and record relevant observations and measurements using written
languages, pictures and charts
203-3 Communicate procedures and results using drawings, demonstrations, and
written and oral descriptions
203-5 Respond to the ideas and actions of others and acknowledge their ideas and
contributions
 Invisible Forces Activity
Students explore the properties of magnets using a variety of differently shaped
magnets. This activity can be set up as stations with one type of magnet at each station.
Remind students of outcome 201-1 on following a simple procedure and that other uses
of magnets are to be avoided for safety reasons.
Materials:
Pairs of magnets of various shapes and sizes
(donut-shaped, horseshoe-shaped, bar, disc)
 Ask students to bring two magnets together in
different orientations (including side by side, end to
end, perpendicular).
 They should draw the orientations of the magnets
and indicate the push or pull observed. (This is a
case of observing by feel rather than by seeing.)
Cross-curricular links:
ELA
2c. Students will be expected to:
Give and follow instructions and
respond to questions and directions
3a. Students will be expected to:
Use basic courtesies and conventions
of conversation in group work
8a. Students will be expected to:
Use writing and other forms of
representation to
- record experiences
 Students can be rotated through different stations (shapes of magnets) to notice
similarities and differences among the differently shaped magnets. They should
discuss the similarities and differences in their partner or small groups.
For the donut-shaped magnets station, students can be given a pencil or dowel to
stack the magnets on.
 Assessment:
On observation chart (or other record), note how students are performing on the skill
outcomes.
New Brunswick Science Resource Package: Grade 3
13
Invisible Forces: Magnetic Forces

Reflection: Class Discussion
Ask the students: What did you notice? Have students share
their diagrams as appropriate.
Additional questions, if the students have not talked about
these points:

Did all the shapes behave the same way? How were
the different shapes the same? Or different?

Did you notice differences when the magnets were
close together or farther apart?

What about the “N”s and “S”s or blue/red colours on
the magnets?
As the discussion moves along, provide students with the
appropriate vocabulary such as attraction, repulsion, North
pole, South pole and invisible forces.
Cross-curricular links:
ELA
1. Students will be expected to:
a. Describe, share, and discuss
thoughts, feelings, and experiences and
consider others’ ideas
b. Ask and respond to questions to
clarify information and to explore
possibilities or solutions to problems
c. Express and explain opinions and
respond to the questions and reactions of
others
d. Listen critically to others’ ideas
and opinions
2. Students will be expected to:
a. Participate in conversation, smallgroup and whole group discussion,
understanding when to speak and when
to listen
b. Adapt volume, projection, facial
expression, gestures, and tone of voice
to the speaking occasion
Demonstration: Show students how iron filings can make the
invisible magnetic force around a magnet visible. Put iron
filings into a clear tray and place a bar magnet under the tray.
If placed on an overhead, all students will have a good view.
Health
Demonstrate the ability to interact
effectively with others, showing an insight
into their emotions and the ability to
express their feelings clearly (Explain the
importance of communication skills, as
well as demonstrate the effective use of
these)
One situation at a time (showing the result after each
prediction), have students (in pairs or small groups) predict (by
drawing) what the magnetic field might look like:
Show respect for and attempt to
understand the ideas, opinions and
feelings of others
-
around a horseshoe magnet
around a donut magnet
around a disc magnet
if two bar magnets are placed North pole towards South pole but not touching
if two bar magnets are placed North pole to North pole
other combinations students wish to try
You may wish to use the online Gizmo called “Magnetism” at
http://www.explorelearning.com/ to revisit how two magnets interact. It will also show
magnetic fields around one or two bar magnets. Find the Gizmo by typing magnetism
into the search box. This site allows unregistered users to run each Gizmo for 5 minutes
a day. It is also possible to sign up for a free trial. Membership is not free.

Revisit the “Think-Pair-Share” information created in the Accessing Prior Knowledge
Activity (page 6). Ask: Which of these statements are about the interactions between
magnets? Are there any items that should be revised? Re-write the identified statements
New Brunswick Science Resource Package: Grade 3
14
Invisible Forces: Magnetic Forces
onto a new chart, revising them as students think necessary. Remind students that
scientific knowledge gets changed as scientists discover new things.
Ask: Is there other information we could add? Remind your class about respectful
discussion. The discussion tips on pages 23-24 may be helpful.
 Reflection: Journaling
Look at the diagrams drawn during the activity. Label the
diagrams and use the science vocabulary words to describe
what is happening in each diagram.
or
Draw and label diagrams that show:
a) Attraction
Cross-curricular links:
ELA
8a. Students will be expected to:
Use writing and other forms of
representation to
- generate and organize language and
ideas
- record experiences
- explore how and what they learn
b) Repulsion
Explain how attraction and repulsion are different.
 Assessment:
Journal entries should not receive a score or mark. A positive comment followed by a
question to refocus attention or suggest the next step in learning is very effective.
Note whether students can use the magnet vocabulary appropriately.
The Bill Nye video “Magnetism” can be found at http://learning.aliant.net/. The sections
Magnets and Magnetism, Magnetic Earth, Magnets, and Magnets: A Review are
particularly useful at this time. A table of contents opens beside the video so that you
may select only these sections for viewing.
To access the video, type the title into the search box. Videos are available free of
charge at this site. You will need to register, however registration is free. If you try to
watch the video without logging in, you will be prompted to do so. There is also an
option to watch the video full screen.
New Brunswick Science Resource Package: Grade 3
15
Invisible Forces: Magnetic Forces
3
rd
Cycle
 Curriculum Outcomes
100-33 Identify conditions that affect the force of magnets and of static materials
200-3 Make predictions based on an observed pattern
201-5 Make and record relevant observations and measurements, using written language,
pictures, and charts
202-7 Propose an answer to an initial question or problem and draw simple conclusions
based on observations or research
203-3 Communicate procedures and results, using drawings, demonstrations, and written
and oral descriptions
203-5 Respond to the ideas and actions of others and acknowledge their ideas and
contributions
 Testing Magnet Strength Activity
Students will be testing whether all magnets are of equal
strength. This activity can be set up as stations
(described below).
Materials:
Differently-shaped magnets (same as Cycle 2)
Paperclips
Shoe boxes
Thread
Non-magnetic items of various thicknesses such
as: pieces of paper, boxboard, erasers, CD
cases, books, metallic looking granola or fruit bar
wrappers
Station 1
Materials
3 Different
shapes/types of
magnets
A box of paperclips
all the same size
Cross-curricular links:
ELA
2c. Students will be expected to:
Give and follow instructions and respond to
questions and directions
3a. Students will be expected to:
Use basic courtesies and conventions of
conversation in group work
8a. Students will be expected to:
Use writing and other forms of
representation to
- record experiences
Math
SS3 Demonstrate an understanding of
measuring length (cm, m) by:

Estimating length using referents

Measuring and recording length, width
and height
Set up
Test
No special set up
Ask students to use one of the
magnets to pick up as many
paperclips as they can. Count and
record the number of paperclips.
Repeat with 2 other magnets.
(Student directions on page 28.)
New Brunswick Science Resource Package: Grade 3
16
Invisible Forces: Magnetic Forces
Station 2
Materials
Set up
Test
3 Different
shapes/types of
magnets
2 Paperclips
Shoe box
Thread (about 2/3
length of box)
Metal washer,
magnetic coin or
another magnet
Ruler or tape
measure
 Stand the box on end so it is
tall.
 On the top of the box, place a
metal washer, magnetic coin, or
another magnet. The piece of
metal or magnet will be used to
hold a variety of magnets on the
inside of the box.
 At the bottom of the box, make
a hole.
 Put the thread through the hole.
The thread should have a
paperclip attached to each end.
The paperclip inside the box will
be used to find the greatest
distance it will still be attracted
to a magnet. The other
paperclip will be used outside
the box to hold the thread in
place at different lengths.
Ask students to change the
length of the thread to
discover the greatest
distance the paperclip can
be from the magnet and still
be attracted.
Repeat with 2 other types of
magnets.
(Student directions on page
28)
New Brunswick Science Resource Package: Grade 3
17
Invisible Forces: Magnetic Forces
Station 3
Materials
2 Paperclips
Shoe box
Thread (about 2/3
length of box)
Metal washer,
magnetic coin or
another magnet
Non-magnetic items
(such as pieces of
paper, boxboard,
erasers, CD cases,
books, metallic
looking granola or
fruit bar wrappers)
Set up
Set up box similar to Station 2. The
difference between Station 2 and
this activity is that the top inside
magnet will stay the same and the
distance between the paperclip and
magnet will stay the same. Items
will be placed between the
paperclip and magnet to determine
if magnets can attract items across
or through a variety of materials of
varying thicknesses.
New Brunswick Science Resource Package: Grade 3
Test
Ask students to make a
wide gap between the
levitating paperclip and
the top magnet. Test if
the magnetic force will
remain strong by
inserting different items
between the two.
(Student directions on
page 29.)
18
Invisible Forces: Magnetic Forces
Station 4
3 Pairs of
magnets of
different types
Ruler
No special set up
Ask students to make a pair of magnets repel
each other. Now place one on the table and
slowly bring the other magnet closer.
Measure the shortest distance between the
magnets before the other magnet is pushed
away.
Repeat the test with the other pairs of
magnets. (Student directions on page 29.)
 Assessment:
On observation chart (or other record), note how students are performing on the skill
outcomes.

Reflection: Class Discussion
Ask students to share one interesting thing they noticed.
Discuss:

Does size matter?

Does shape matter?

Is a magnet stronger at pulling or pushing?
(Students can get a rough idea if there is a
difference by looking at their results from the
levitating paperclip/magnet and the distance
between two repelling magnets).
Revisit the “Think-Pair-Share” information created in the
Accessing Prior Knowledge Activity (page 6). Ask: Which
of these statements are about the strength of magnets?
Are there any items that should be revised? Re-write the
identified statements onto a new chart, revising them as
students think necessary. Remind students that scientific
knowledge gets changed as scientists discover new things.
Ask: Is there other information we could add? Remind your
class about respectful discussion.
Cross-curricular links:
ELA
1. Students will be expected to:
a. Describe, share, and discuss
thoughts, feelings, and experiences and
consider others’ ideas
b. Ask and respond to questions to
clarify information and to explore
possibilities or solutions to problems
c. Express and explain opinions and
respond to the questions and reactions of
others
d. Listen critically to others’ ideas
and opinions
2. Students will be expected to:
a. Participate in conversation, smallgroup and whole group discussion,
understanding when to speak and when
to listen
b. Adapt volume, projection, facial
expression, gestures, and tone of voice
to the speaking occasion
Health
Demonstrate the ability to interact
effectively with others, showing an insight
into their emotions and the ability to
express their feelings clearly (Explain the
importance of communication skills, as
well as demonstrate the effective use of
these)
Show respect for and attempt to
understand the ideas, opinions and
feelings of others
New Brunswick Science Resource Package: Grade 3
19
Invisible Forces: Magnetic Forces

Reflection: Journaling
Of all the magnets you tested, which magnet was the
strongest? Explain how you know that. Which was the
weakest?
or
What magnets in your home should be strong magnets?
Why?
Cross-curricular links:
ELA
8a. Students will be expected to:
Use writing and other forms of
representation to
- generate and organize language and
ideas
- record experiences
- explore how and what they learn
or
Why is it important for different magnets to have different strengths?
 Assessment:
Journal entries should not receive a score or mark. A positive comment followed by a
question to refocus attention or suggest the next step in learning is very effective.
Note whether students can explain how to test if a magnet is stronger or weaker than
another magnet.
 Think like a scientist
Asking good questions is an important skill in science.
Initially students will need support. Model the skill with the
whole class and students will begin to have the confidence to
contribute. After some practice, students will be able to
generate questions successfully individually.
Cross-curricular links:
ELA
8a. Students will be expected to:
Use writing and other forms of
representation to
- formulate questions
Present students with a situation and ask them to generate
questions that could be investigated scientifically. (These situations and questions do
not have to be limited to those that can be done in a classroom.)
Situation:
A few countries are designing high-speed trains called maglev trains which use
powerful magnets. These trains float over their “track” using the repulsion of
magnets.
What is one question concerning the floating of a maglev train that could be
investigated scientifically?
For example:
Which shape of magnets gives the most repulsion and might be better at holding
up the train?
Is it better to have fewer large magnets or many smaller magnets?
New Brunswick Science Resource Package: Grade 3
20
Invisible Forces: Magnetic Forces
Will maglev trains stay over the track or go off sideways?
Possible Extensions:
 Do research to find the “biggest” magnet. What is it used for?
 Use magnets to make a board game you can play upside down (or that could be
played in space).
New Brunswick Science Resource Package: Grade 3
21
Invisible Forces: Magnetic Forces
4
th
Cycle
 Curriculum Outcomes
201-1 Follow a simple procedure where instructions are given one step at a time
202-7 Propose an answer to an initial question or problem and draw simple conclusions
based on observations or research
202-8 Compare and evaluate personally constructed objects with respect to their form and
function
203-3 Communicate procedures and results, using drawings, demonstrations, and written
and oral descriptions
203-5 Respond to the ideas and actions of others and acknowledge their ideas and
contributions
 Make a Magnet Activity
Materials:
Paperclip (or nail, pin, or other iron or steel object)
Magnet

Give students a paperclip and a magnet and say: Materials that magnets attract are
the materials that make good magnets. Is it possible to make this paperclip into a
magnet?
Give students time to explore.

Have students share what does and doesn’t work. Make a list of each on chart
paper. Reinforce the idea that knowing what doesn’t work is also important
knowledge.

If there are students having some success, develop a written procedure with them
for creating a magnet. It is an excellent chance to model this. If not, give students a
directed procedure to follow. One is outlined below, the student version is on page
30.
A paperclip can be made into a magnet by stroking it with a magnet. The magnet must
be moved along the paperclip in one direction only (not back and forth). Stroke the
paperclip 5 times. Test it to see if it has become a magnet. Will it pick up other
paperclips? Record how many. Stroke the paperclip 5 more times. Retest it. Continue
this procedure. How strong a magnet can the paperclip become? Do the results depend
on the type of magnet used?
 Assessment:
On observation chart (or other record), note how students are performing on the skill
outcomes.
New Brunswick Science Resource Package: Grade 3
22
Invisible Forces: Magnetic Forces

Reflection: Class Discussion
Have students share their results. Discussion questions:
What did you find? Could you make a magnet? How strong
a magnet could you make? Did different magnets give
different results?
Ask students: Is possible to do the opposite? How can you
make your paperclip magnet weaker? Have students try
and then test the strength of their paperclip. Have the class
discuss the results.
Revisit the “Think-Pair-Share” information created in the
Accessing Prior Knowledge Activity (page 6). Ask: Which of
these statements are about making magnets? Are there
any items that should be revised? Re-write the identified
statements onto a new chart, revising them as students
think necessary. Remind students that scientific knowledge
gets changed as scientists discover new things.
Ask: Is there other information we could add? Remind your
class about respectful discussion.
Cross-curricular links:
ELA
1. Students will be expected to:
a. Describe, share, and discuss
thoughts, feelings, and experiences and
consider others’ ideas
b. Ask and respond to questions to
clarify information and to explore
possibilities or solutions to problems
c. Express and explain opinions and
respond to the questions and reactions of
others
d. Listen critically to others’ ideas
and opinions
2. Students will be expected to:
a. Participate in conversation, smallgroup and whole group discussion,
understanding when to speak and when
to listen
b. Adapt volume, projection, facial
expression, gestures, and tone of voice
to the speaking occasion
Health
Demonstrate the ability to interact
effectively with others, showing an insight
into their emotions and the ability to
express their feelings clearly (Explain the
importance of communication skills, as
well as demonstrate the effective use of
these)
Show respect for and attempt to
understand the ideas, opinions and
feelings of others

Reflection: Journaling
Ben was trying to make a magnet but it didn’t work. Why
might it not be working? What should Ben do differently?
Cross-curricular links:
ELA
8a. Students will be expected to:
Use writing and other forms of
representation to
- generate and organize language and
ideas
- record experiences
- explore how and what they learn
 Assessment:
Journal entries should not receive a score or mark. A positive comment followed by a
question to refocus attention or suggest the next step in learning is very effective.
Note whether students can identify the correct procedure for creating a magnet.
New Brunswick Science Resource Package: Grade 3
23
Invisible Forces: Magnetic Forces
A video called “The Magic of Magnetism” could be a way to review magnets and
magnetism.
It is available at http://learning.aliant.net/. Type the title into the search box.
Videos are available free of charge at this site. You need to register, however
registration is free. If you try to watch the video without logging in, you are prompted to
do so. Note that a table of contents opens beside the video so that you may select only
certain sections for viewing if you wish. There is also an option to watch the video full
screen.
New Brunswick Science Resource Package: Grade 3
24
Invisible Forces: Magnetic Forces
Supporting Class Discussion
No one person is as smart as all of us together.
Page Keeley, in the book “Science Formative Assessment” (2008), uses the analogy of
ping-pong and volleyball to describe discussion interaction. Ping-pong represents the
back and forth question-answer pattern: the teacher asks a question, a student answers,
the teacher asks another question, a student answers, and so on. Volleyball represents
a different discussion pattern: the teacher asks a question, a student answers, and
other students respond in succession; each building upon the previous student’s
response. Discussion continues until the teacher “serves” another question.
A “volleyball” discussion encourages deeper student engagement with scientific ideas.
Students state and give reasons for their ideas. Through the interaction, ideas may be
challenged and clarified. Extensions and applications of ideas may arise as well.
Discussions should avoid the personal and always revolve around ideas,
explanations and reasons. The goal is for students to achieve better understanding.
Share the ping-pong and volleyball analogies with your students. Good discussion takes
practice. You and your students will improve. Many teachers find discussion works best
if all students can see each other, such as in a circle, at least until they become
accustomed to listening and responding to each other.
As the teacher, you will need to:
o establish and maintain a respectful and supportive environment;
o provide clear expectations;
o keep the talk focused on the science;
o carefully orchestrate talk to provide for equitable participation.
It is important to establish discussion
norms with your class. Your expectations
may include:
o
Everyone has a right to participate and
be heard.
o
Everyone has an obligation to listen
and try to understand.
o
Everyone is obliged to ask questions
when they do not understand.
o
The speaker has an obligation to
attempt to be clear.
New Brunswick Science Resource Package: Grade 3
At first, discussions are apt to seem somewhat
artificial. Initially, a bulletin board featuring
cartoon talk bubbles with suggested sentence
starters may be helpful.
I respectfully disagree . . .
I had a different result . . .
Could you show how you got that
information?
When I was doing ___, I found that . . .
Even though you said ___, I think . . .
The data I have recorded in my
notebook is different from what you
shared. I found . . .
I observed . . .
25
Invisible Forces: Magnetic Forces
It is helpful if teacher questions refer to a big idea rather than specifics. (Could
humans and chickens move their bones without muscles?) Questions should be
phrased so that anyone can enter into the conversation. Opinion questions are
especially good for this (What do you think . . . ?
How do you think . . . ? What if . . . ? Why . . . ?).
Provide plenty of wait time for students. Students give more detailed and complex
answers when given sufficient wait time. Allow wait time after student responses. When
students are engaged and thinking, they need time to process other responses before
contributing. If the discussion is not progressing, have students engage in partner talk.
Partner talk enables the teacher the opportunity to insert “overheard” ideas.
Helpful teacher prompts:
1. What outcome do you predict?
2. Say more about that.
3. What do you mean by . . . ?
4. How do you know?
5. Can you repeat what ____ said in another way?
6. Does anyone agree or disagree with . . . ?
7. Does anyone want to add to or build on to . . . ?
8. Who understands ___’s idea and can explain it in their own words?
9. Let me see if I have got your idea right. Are you saying . . . ?
10. So you are saying that . . .
11. What evidence helped you to think that?
12. Okay, we do not agree. How does each position fit the evidence? What else could
we find out?
References:
Keeley, Page (2008). Science Formative Assessment. Thousand Oaks, CA: Corwin
Press and Arlington, VA: NSTA Press
Michaels, Sarah, Shouse,Andrew W., and Schweingruber, Heidi A. (2008). Ready, Set,
SCIENCE! Washington, DC: The National Academies Press
New Brunswick Science Resource Package: Grade 3
26
Invisible Forces: Magnetic Forces
Materials List
Clear plastic containers with lids or zippered baggies
Nickels from before and after 1981
Pennies from before and after 2001
Other materials such as wood, paper, pencil, paper clips, nails, spoon, keys,
comb, marbles, building blocks, aluminum foil, cork, cardboard, coins, plastic
bag, tissue, balloon, bolt, buttons, ruler, scissors, washers, staples, bolts, pencil,
paper
A variety of differently-shaped magnets (found in kit boxes - doughnut-shaped,
disc, bar, horseshoe)
Paperclips
2 Shoe boxes
2 Pieces of thread about ¾ the length of box
2 rulers or tape measures
Pieces of magnetic metal such as coins or metal washers
Non-magnetic items such as pieces of paper, boxboard, erasers, CD cases,
books, metallic looking granola or fruit bar wrappers
Grade 3 Science kits given to schools in 2010 contain:
Clear field tray with iron filings (1)
Large horseshoe magnet (1)
Bags of latch magnets (containing 6)
Bag of doggie magnets (containing 6)
Magnetic marbles (bag of 12)
Floating magnet set (with wooden dowel)
Pair of 1 ½ inch bar magnets
Pair of 2 inch bar magnets
Magnetic lodestone (1)
Cow magnet (1)
Horseshoe magnets – 3 inch (2)
Wand magnets
4 neodymium magnets
Set of 8 soil samples
Two squares of different sized screens
Small metal sieve
New Brunswick Science Resource Package: Grade 3
27
Invisible Forces: Magnetic Forces
Student Version of Outcomes
100-31 I will explore and identify materials that are attracted
by magnets and can be magnetized from those that
cannot.
100-32 I will explore the polarity of a magnet. I will
demonstrate the effects of opposite poles and like
poles.
100-33 I will identify things that affect the force of magnets.
102-14 I will list familiar uses of magnets.
200-3 I will make predictions based on a pattern I have seen.
201-1 I will follow instructions one step at a time.
201-5 I will record my observations using writing, pictures,
and charts.
202-2 I will group materials according to whether they are
magnetic.
202-7 I will propose answers to questions and make
conclusions based on observations.
202-8 I will evaluate constructed objects according to how
they work and what they do.
202-9 I will ask/create new questions that come from
explorations.
203-3 I will use drawings, demonstrations, writing and/or
talking to share procedures and results.
203-5 I will listen to, comment on, and appreciate the ideas
and actions of others.
New Brunswick Science Resource Package: Grade 3
28
Invisible Forces: Magnetic Forces
What materials are attracted to magnets?
1.
Write the name of the item in the box on the table below.
2.
Decide if you think the item will be attracted or not
attracted to the magnet. Place a check mark on the table
showing what you think will happen.
3.
Test the item and place a check mark in the box that shows
what you saw.
ITEM
Prediction
What you saw
NOT
NOT
ATTRACTED
ATTRACTED
ATTRACTED
ATTRACTED
New Brunswick Science Resource Package: Grade 3
29
Invisible Forces: Magnetic Forces
Testing Magnet Strength
Station 1
 See how many paperclips the magnet picks up.
 Draw the magnet and record the number of paperclips.
 Repeat this test with two other types of magnets and record your results.
Do different magnets have different strengths? How do you know?
Station 2
 Stand the box on end so it is tall.
 On the top of the box, place a metal washer, magnetic
coin, or another magnet. The piece of metal or
magnet will be used to hold a variety of magnets on
the inside of the box.
 At the bottom of the box, make a hole.
 Put a thread through the hole. The thread should have
a paperclip attached to one end. The paperclip inside
the box will be used to find the greatest distance it will
still be attracted to a magnet. The other paperclip will
be used outside the box to hold the thread in place at
different lengths.
 Adjust the thread to find the greatest distance the paperclip will still be
held up by the magnet. Estimate the distance. Draw what you see.
 Measure the distance between the magnet and paperclip and record it
on your drawing.
 Change the type of magnet used and find the distance to the paperclip.
 Repeat again with the third type of magnet.
Do different magnets have different strengths? How do you know?
New Brunswick Science Resource Package: Grade 3
30
Invisible Forces: Magnetic Forces
Station 3
 Stand the box on end so it is tall.
 On the top of the box, place a metal washer, magnetic
coin, or another magnet. The piece of metal or magnet
will be used to hold a variety of magnets on the inside
of the box.
 At the bottom of the box, make a hole.
 Put a thread through the hole. The thread should have
a paperclip attached to one end. The paperclip inside
the box should be held up by the magnet with a space
between it and the magnet. The other paperclip will be
used outside the box to hold the thread in place.
 Can you put items between the magnet and paperclip
without the paperclip falling?
 Record the items tested. Which caused the paperclip to fall? Which did
not?
What is happening to the magnet’s force?
Station 4
 Place a pair of magnets on the table with like poles facing each other.
 Slowly bring the second magnet towards the first magnet.
 How close can the magnets get before the other magnet gets pushed
away? Estimate the distance.
 Draw a diagram. Measure and record the distance.
 Repeat the test with the other pairs of magnets.
Do different magnets have different strengths? How do you know?
New Brunswick Science Resource Package: Grade 3
31
Invisible Forces: Magnetic Forces
Make a Magnet
 Hold a paperclip (or nail).
 Touch a magnet to one end and slide or rub the magnet the length of
the paperclip. This is one stroke.
 Rubbing in the same direction each time, stroke the paperclip 5 times.
 Test the paperclip to see if it has become a magnet. Will it pick up
other paperclips? How many? Record your observation.
 Stroke the paperclip 5 more times. Test its strength again. Record the
information.
 Continue this procedure.
How strong a magnet can the paperclip become? Does a different kind of
magnet give different results?
New Brunswick Science Resource Package: Grade 3
32
Invisible Forces: Magnetic Forces
Observation Chart Sheet
Outcomes:
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
name
New Brunswick Science Resource Package: Grade 3
names
New Brunswick Science Resource Package: Grade 3
203-5 Respond to the ideas and actions of others and acknowledge their
ideas and contributions
203-3 Communicate procedures and results using drawings,
demonstrations, and written and oral descriptions
202-9 Identify new questions that arise from what was learned
202-8 Compare and evaluate personally constructed objects with respect to
their form and function.
202-7 Propose an answer to an initial question or problem and draw simple
conclusions based on observations or research
202-2 Place materials and objects in a sequence or in groups according to
one or more attributes
201-5 Make and record relevant observations and measurements, using
written language, pictures and charts
201-1 Follow a simple procedure when instructions are given step by step
200-3 Make predictions based on an observed pattern
102-14 Identify familiar uses of magnets
100-33 Identify conditions that affect the force of magnets and of static
materials
100-32 Investigate the polarity of a magnet, determine the orientation of its
poles, and demonstrate that opposite poles attract and like poles repel
100-31 Investigate to identify materials that can be magnetized and
materials that are attracted by magnets, and distinguish these from
materials that are not affected by magnets
33
Invisible Forces: Magnetic Forces
Observation Checklist
34
Invisible Forces: Magnetic Forces
Checklist Sheet
Outcomes
STSE/KNOWLEDGE
100-31 Investigate to identify materials that can
be magnetized and materials that are attracted by
magnets, and distinguish these from materials
that are not affected by magnets
100-32 Investigate the polarity of a magnet,
determine the orientation of its poles, and
demonstrate that opposite poles attract and like
poles repel
100-33 Identify conditions that affect the force of
magnets and of static materials (only magnets at
this time)
102-14 Identify familiar uses of magnets
Correlations with Cycles
1st cycle: Class discussion; journal
2nd cycle: Class discussion; journal
3rd cycle: Class discussion; journal
1st cycle: Homework
SKILLS
200-3 Make predictions based on an observed
pattern
201-1 Follow a simple procedure when
instructions are given step by step
201-5 Make and record relevant observations and
measurements, using written language, pictures
and charts
202-2 Place materials and objects in a sequence
or in groups according to one or more attributes
202-7 Propose an answer to an initial question or
problem and draw simple conclusions based on
observations or research
202-8 Compare and evaluate personally
constructed objects with respect to their form and
function.
202-9 Identify new questions that arise from what
was learned
203-3 Communicate procedures and results using
drawings, demonstrations, and written and oral
descriptions
203-5 Respond to the ideas and actions of others
and acknowledge their ideas and contributions
2nd cycle: Mark/record during activity; class
discussion
3rd cycle: Class discussion and drawings on trials
of magnetic fields
1st cycle: Mark/record observations throughout
magnet activity
2nd cycle: Mark/record during activity
4th cycle: Mark/record during activity
1st cycle: Chart from magnet activity
2nd cycle: Drawings of magnets from activity;
journal
3rd cycle: Charts and drawings from activity
stations
1st cycle: Class discussion; journal
1st cycle: Class discussion; journal
3rd cycle: Class discussion; journal
4th cycle: Class discussion; journal
4th cycle: Results from Make a Magnet Activity;
class discussion
1st cycle: Class discussion
3rd cycle: Think like a scientist
1st cycle: Chart from magnet activity; class
discussion; journal
2nd cycle: Sharing drawings, experiences in class
discussion; journal
3rd cycle: Class discussion
4th cycle: record of activity results; class
discussion
1st cycle: Mark/record during activity; class
discussion
2nd cycle: Mark/record during activity;
class discussion
3rd cycle: Mark/record during station activities;
class discussion; think like a scientist activity
4th cycle: Mark/record during activity; class
discussion
New Brunswick Science Resource Package: Grade 3
Yes
No
35
Invisible Forces: Magnetic Forces
Student Record
Outcome goal
I can explore and identify materials that are
attracted by magnets and can be
magnetized from those that cannot. (100-31)
I can explore the polarity of a magnet. I will
demonstrate the effects of opposite poles
and like poles. (100-32)
I can identify things that affect the force of
magnets. (100-33)
I can list familiar uses of magnets. (102-14)
I can make predictions based on a pattern I
have seen. (200-3)
I can follow instructions one step at a time.
(201-1)
I can record my observations using writing,
pictures, and charts. (201-5)
I can group materials according to whether
they are magnetic. (202-2)
I can propose answers to questions and
make conclusions based on observations.
(202-7)
I can evaluate constructed objects according
to how they work and what they do. (202-8)
I can ask/create new questions that come
from explorations. (202-9)
I can use drawings, demonstrations, writing
and/or talking to share procedures and
results. (203-3)
I can listen to, comment on, and appreciate
the ideas and actions of others. (203-5)
New Brunswick Science Resource Package: Grade 3
Evidence